Classroom Spaces and Technology: Design to Promote Collaboration and Communication in Early Literacy Environments

• In Event: Marriott Roundtable Session 61
  In Roundtable Session: Learner, Instructor, and Designer Roles

Abstract

In elementary classrooms, teachers must make decisions about how to integrate digital technology tools to support students’ literacy learning. However, many U.S. classrooms were not designed for successful integration of digital technology within the physical space. The current study seeks to understand the function of digital technology tools, non-digital literacy materials, and physical spaces within early elementary classrooms that were not specially designed for digital technology. Understanding how technology functions within learning spaces is particularly important in early elementary literacy instruction where technology can function as the “deliverer of literacy,” “site for interaction around texts,” and “medium for meaning-making” (Burnett, 2010, p. 247). The findings from this study suggest missed opportunities for integration of classroom spaces, technology, and literacy instruction.

Authors

• Kerrigan Mahoney, Minnesota State University

• H. Michelle Kreamer, University of Virginia

• Tonya R. Moon, University of Virginia

• Catherine M. Brighton, University of Virginia

• Marcia A. Invernizzi, University of Virginia